Cookie-Jar Alarms: An Analysis of First-Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task

April Mitchell,Kimberly H Lott,Colby Tofel-Grehl

doi:10.3390/educsci12020110

April Mitchell, Kimberly H Lott + Show 1 more

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https://doi.org/10.3390/educsci12020110

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Journal: Education sciences	Publication Date: Feb 7, 2022
Citations: 4	License type: CC BY 4.0

Affiliation: Utah State University

Abstract

Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students’ pre-/post-drawings of ‘engineers at work’ were used to elicit reflection in semi-structured interviews, and to assess changes in students’ conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students’ conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students’ self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, “gender-responsive” curricula are essential.

Highlights

Broadening participation in engineering to underrepresented groups is an important global priority and has recently become the focus of education reform efforts
This shift toward K-12 science and engineering education requires the development of new curricula [1,2], teacher professional learning, and the expansion of research efforts to identify developmentally appropriate and culturally relevant pedagogy [3,4,5,6]
The research question we address is: How does a genderneutral programming design task influence first-grade students’ conceptions of engineers and/or interest in engineering? Our conjecture is that boys and girls respond differently to the same engineering curriculum and that students’ identity work can be influenced by the context of the study

Summary

Introduction

Broadening participation in engineering to underrepresented groups is an important global priority and has recently become the focus of education reform efforts. In the United States, recommendations for engineering education published in A Framework for K-12 Science Education (NRC, 2012) have been incorporated into standards that address engineering practices and core ideas of the discipline (NGSS Lead States, 2013). This shift toward K-12 science and engineering education requires the development of new curricula [1,2], teacher professional learning, and the expansion of research efforts to identify developmentally appropriate and culturally relevant pedagogy [3,4,5,6]. Research on students’ conceptions of engineers has shown that elementary students [10,11], as well as middle-school students [12,13] are largely unaware of engineers and have misconceptions about the work of engineers

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